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1、AbstractAsanimportantlinkofbilateralactivitiesbetweenteachersandstudents,teachers’questioningplaysasignificantroleinclassroominteraction.However,itisnothighlyvaluedbydomesticscholarsuntiltheearly20thcentury,andmoststudiesonteachers’questioningarecarriedoutinunivers
2、itiesbutinadequateinseniorhighschools.Therefore,thestudyonteachers’questioninginseniorhighschoolisofpracticalsignificance.Thethesisaimstoexplorethefollowingquestions:1.WhatistheratioofdisplayquestionsandreferentialquestionsinseniorhighschoolEnglishclass?2.Whatdotea
3、chersdoinquestioningintermsofwait-time,questioningdistributions,questioningstrategies,andfeedback?TheinvestigationiscarriedoutinaseniorhighschoolinJinzhou,LiaoningProvinceand20Englishteachersarerandomlychosenasresearchparticipants.Thedataiscollectedviaclassroomobse
4、rvation,interviewandquestionnaire.Theresultofthestudycanbesummarizedasfollowings:Firstly,teachersusedisplayquestionsmoreoftenthanreferentialquestionswhichresultsfromtheteachingplanandthelimitationofteacher’sempowerment.Secondly,becauseoftherestrictiononclasstime,wa
5、it-timeisusuallylessthan3secondwhichisinadequateforstudentstothinkaboutthequestions.Thirdly,forquestioningdistribution,teachersprefertocalltherollinclasssoastogiveequalopportunitiesforstudentstoanswerquestions.Fourthly,withregardtoquestioningstrategies,mostteachers
6、wouldliketoutilizepromptingandprobingtomotivatestudents’thinking.Repeatingandrephrasingcanavoidstudents’misunderstandingofthequestionsandensurecomprehensibleinput,whileredirectingcanmakemorestudentsparticipateinthequestioningbutcanalsoinfluencestudents’confidence.F
7、inally,theaveragepercentageofpositivefeedbackishigherthannegativefeedbackineachEnglishclasswhichcanencouragemorestudentstoanswerquestions.Effectiveteachers’questioningcanarousestudents’interest,stimulatetheirmotivationandcreateactiveclassroomatmosphere.Theinvestiga
8、tioninspiresteacherstobalancetheproportionofthetypesofquestion,useeffectivequestioningstrategies,allocateequalquestioningdistributions,increasewa
